Nowadays in case of the effect of Korean waves in Indonesia, many Indonesia people
make much effort to understand the culture of Korean and its language. Language is
one of the way to communicate with people. Communication is one of the base purpose...
Nowadays in case of the effect of Korean waves in Indonesia, many Indonesia people
make much effort to understand the culture of Korean and its language. Language is
one of the way to communicate with people. Communication is one of the base purpose
when people learn language as their second language. However when learners study
language as second language, learners often experience so many difficulties.
Moreover, if we take a look from the origins of Korean language and Indonesian
language, Korean language belongs to Altaic language family that is agglutinative in its
morphology. In the other side, Indonesian language belongs to Austronesia language
family that has so many differences on word orders, conjunctions, postposition particles
etc. The huge difference of these two languages confirm that Indonesian learners have
many difficulties to learn Korean language.
One of the big difficulty of learning Korean language is when learners have to create
long sentences. Long sentence usually consists of preceding clause and following clause,
and connected with conjunctive endings which can show the relationship of meaning of
two clauses. The using of conjunctive endings reflects the fluency on Korean language
of the learners. However, in the fact of there are not only numerous connective endings
in Korean, but also various categories relationship of meaning and complexity of
grammar on using the conjunctive endings, Indonesian learners faced many difficulties in
using them and fully understanding them.
This study is based upon the assumption that conjunctive endings should be
efficiently and effectively educated in improving Korean language skills. Therefore this
study aims to identify Indonesian learners in making errors in using conjunctive endings
and provide an effective instruction model for the highest probability error of conjunctive
endings.Chapter 2 discusses existing definitions and system of classifications of Korean
conjunctive endings. The standard classification of Korean conjunctive endings is based
on National Institute of the Korean Language as one of national education institution in
Korea. And more over in this chapter discusses the definition of Indonesian conjunctions
and those classifications.
Then in chapter 3 examines the list of conjunctive endings in beginner’s textbook
which becomes a representative textbooks in 4 universities at Korea. And based on the
examined of the textbooks and National Institute of the Korean Language, beginner
learners learn 8 categories relationship of meanings which consists of 16 conjunctive
endings. Therefore, here also discusses the 16 Korean conjunctive endings which are
relevant to Indonesian conjunctions.
And in chapter 4 analyzes the result of the survey of grammar question that tested
to 150 students of Korean Language and Literature of University of Indonesia. The
survey consists of 30 questions of 16 conjunctive endings such as ‘-go(고)(list)’,
‘-[eu]myeonseo((으)면서), ‘-jamaja(자마자)’, ‘-go(고)(sequence)’, ‘-aseo(아서)/eoseo(어
서)(sequence)’, ‘-daga(다가)’, ‘-jiman(지만)’, ‘-[eu]n((으)ㄴ)/neunde(는데)(opposite)’,
‘-aseo(아서)/eoseo(어서)(reason)’, ‘-[eu]nikka((으)니까)’, ‘-[eu]myeon((으)면)’,
‘-[eu]ryeomyeon((으)려면)’, ‘-[eu]ro((으)러)’, ‘-[eu]ryeogo((으)려고)’, ‘-geona(거나)’,
‘-[eu]n((으)ㄴ)/neunde(는데)(background)’. From the result of survey, here also examines
the aspects of using conjunctive endings and the reasons of their errors.
In addition, chapter 5 attempted to grope for the effective and efficient educational
methods of Korean conjunctive endings. And based on the aforementioned discussions
and considering their grammatical characteristics, the educational stages of conjunctive
endings were composed of Warm-up, Presentation, Practice, Use, and Follow-up. This
study followed up by suggesting a class modelling method according to the sequence
meaning of conjunctive endings ‘-aseo(아서)/eoseo(어서)’ and ‘-go(고)’ as the
substitution error that often found on the survey.
In the last part chapter 6, it summarizes overall of the contents. Moreover it refers
to limitation of the research process and to offer suggestions in the next research. Thus
it would be necessary to grope a significant education method of conjunctive endings
through various analysis on them in the future for improving the teaching technique of
Korean teachers as well as improving the skills of learners.
|
